MEDIA EDUCATION FOR OLDER PEOPLE - NordMedia Network
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23.9.2020
M E D I A E D U C AT I O N F O R O L D E R P EO P L E
Webinar series “Media Education in the Nordic Countries: Lessons Learned from the
Neighbours”, organized by Nordicom and the Swedish Media Council.
Päivi Rasi
A s s o c i a t e P r o f e s s o r, U n i v e r s i t y o f L a p l a n d ,
Faculty of Education, Media Education Hub, FINLAND
M e d i a E d u c a t i o n M a s t e r ’s p r o g r a m
Chairperson, Finnish Society on Media Education
Photos:
Marko Junttila
ACKNOWLEDGEMENTS IkäihMe project (2018-2020) Teacher Education Development Programme of the Ministry of Education and Culture (2018–2021). https://www.ulapland.fi/FI/Kotisivut/IkaihMe- hanke/Key-facts-in-English HARVEST project (2018-2021) — eHealth and Aging in Rural Areas: Transforming Everyday Life, Digital Competences, and Technology https://www.harvestresearch.net/
BACKGROUND
Finnish media education (ME) e
n siv
exte cy”.
d to itera
• ME in legislation à Governmental ME authority: ti tle dia l
i s en l me
the National Audiovisual Institute’s Department n e g fu
r o
y an in
for Media Education and Audiovisual Media e
“Ev d me
• Holistic understanding of ME for all ages: an
empowerment & protection
(Ministry of Education and Culture, 2019)
• National ME policy document
(Ministry of Education and Culture, 2019)
• ME in national policies of governmental bodies
• Administrative cross-sector collaboration, large
number or organizations promoting ME
(European Audiovisual Observatory, 2016; Finnish National
Audiovisual Institute)
• ME in all national core curricula (early childhood,
pre-primary, basic & upper secondary education)
• ME in teacher education
BACKGROUND From the viewpoint of media education, people 65+ are important & interesting: • population ageing • digitalization of services & communication • scant research, e.g. OECD’s Survey of Adult Skills (PIAAC): 15-65 year-olds • 65+ are outside the formal educational system & workforce training Challenges: • 65+ may lack adequate ML à exclusionary effects of digitalization • Who is to provide training and support? • What kind of support? For what aspects of ML? • What about teacher education? Does it promote future teachers’ competences in teaching and supporting older people’s ML?
BACKGROUND Who is most in need of support? Seniors • with health problems • aged 75+ years & ”oldest old” (80-85+) • with little experience with technology • in minority populations with low language skills and ML, e.g. older migrants • who are homebound, at risk of social isolation (Rasi, Vuojärvi & Rivinen 2020)
OLDER PEOPLE’S MEDIA LITERACY – WHAT DOES RESEARCH TELL US? Scant research evidence (Rasi, Vuojärvi & Ruokamo, 2019) However, existing research indicates that some older people lack necessary skills to e.g.: • identify fake news in social media (Guess, Nagler, & Tucker, 2019) • understand online advertising (Ofcom, 2020) • judge the trustworthiness of information about health risks presented in the media (Eronen et al., 2019) • use digital health and welfare services (Hyppönen & Aalto, 2019; Airola, Rasi & Outila, 2020) • understand the different ways in which companies collect personal data online (Ofcom, 2020)
From internet user statistics and prior research
we can glean some information of older
people’s ML:
• more often narrow and non-users of the
internet
• use the internet in a less mobile way
• use social media less
… than the younger age groups
• proxy users: partners, children etc.
• assistance from warm experts
• however, diversity exists!
(Official statistics of Finland, 2019; Ofcom 2020;
Bakardjieva, 2005; Helsper & Reisdorf, 2016; Rasi &
Kilpeläinen, 2015; van Deursen & Helsper, 2015; Hänninen,
Taipale & Luostari, in press)
WHAT KIND OF MEDIA EDUCATION IS SUITED
FOR OLDER PEOPLE?
Multi-dimensional
Presently, media education interventions target
older people’s ML from a somewhat narrow
perspective:
• A majority of the interventions target their
technical competencies in using digital
devices and media
• The interventions should also target
• critical understanding of, for example,
online news, advertisements, health
information, and data privacy
• competences in actively participatíng in
digital communication as content
producers
(Rasi et al., 2020)
WHAT KIND MEDIA EDUCATION PEDAGOGIES ARE SUITED FOR OLDER PEOPLE? Education in line with classic adult education principles (e.g. Lindeman 1926, see Knowles et al., 2015, p. 22-23): 1. “Adults are motivated to learn as they experience needs and interests that learning will satisfy. 2. Adults’ orientation to learning is life-centered. 3. Experience is the richest source for adult’s learning. 4. Adults have a deep need to be self-directing. 5. Individual differences among people increase with age.” According to our review of the existing literature (Rasi et al., 2020): • need-based: based on individual needs, competences and perceived value of the internet • fostering older people’s self-efficacy as users of digital media • social support and a respectful atmosphere for learning • teacher-led instruction in small groups • one-on-one teaching • peer-to-peer learning (and possibly intergenerational learning)
WHAT KIND MEDIA EDUCATION PEDAGOGIES
ARE SUITED FOR OLDER PEOPLE?
The risks of media education becoming an
individualised form of preparation of future
The pedagogies used in media media consumers (Forsman, 2020):
education interventions with older
people need to be enriched with: “Media education becomes equalised with a set
of instrumental and individualised skills,
• creative pedagogies capitalizing disconnected from Bildung and critical theory
on digital content production and instead linked to the products and interests
• blended and online pedagogies of the expanding industry of educational
technologies (ed-tech).
… in order to foster This means that the ideals of the progressive,
empowerment, and older people’s explorative, and collaborative pedagogics that
active presence and role in a have long guided the Nordic media literacy
society (Rasi et al., 2020). tradition are becoming substituted with what
educational philosopher Gert Biesta (2010) calls
learnification, which refers to the tendency to
only consider knowledge that is measurable and
predictable as legitimate. ”WHO IS TO PROVIDE MEDIA EDUCATION FOR
OLDER PEOPLE?
Cross-sector and multidisciplinary,
multiprofessional collaboration
Rethinking the structures, institutions &
Photo: Päivi Rasi
partnerships related to providing ME
• public libraries
• NGOs
• adult education organizations
• universities of the third age
• Digital and Population Data Services Agency
• Example: Who should be responsible
https://dvv.fi/en/organisations for providing ME for older
• senior centers homebound people in sparsely
• social and health care services populated areas?
• cultural, museum, and art institutions
• businesses (e.g. media companies, banks, Professionals who work directly with
telecom service providers) them?
• schools (with computer-savvy students) • Postal services?
• religious communities • Public libraries on
wheels/mobile libraries?
• warm experts, proxy users (family, friends), • Home care services?
• and peers • NGO’s?An example: Peer-to-peer teaching to support seniors’
digital competences as service users
+ peer-to-peer
teachers, who
were called
”digital
ambassadors”
The Social
Insurance
Institution
(government
agency) The Northern Finland Centre of
Excellence on Social Welfare
Hospital districts
Regional bank
Telecom service provider Regional newspaperAn example: Online study circle for older people
Via Skype and FB to promote critical media literacy
Idea: Participants discuss and analyze a current
topic (e.g. climate change) from the perspective of
how it is depicted in news and other media.
Pre-assignment to participants: Search for and read
news and other media depictions of climate
change. Feel free to share them on the groups’
private Facebook page.
Assignment: In the Skype-meeting, participants’
insights are presented & discussed.
Organized and facilitated by:
Finnish Pensioners' Federation/ Netikäs project
More information (in Finnish):
https://www.elakeliitto.fi/blogit/medialukutaitopiiri
-aiheena-ilmastonmuutosuutisointi-ja-
mediakeskustelu Photo: Finnish Pensioners’ Federation
websiteThank you! paivi.rasi@ulapland.fi
References
• Airola, E., Rasi, P., & Outila, M. (2020). Older people as users and non-users of a video
conferencing service for promoting social connectedness and well-being – a case study from
Finnish Lapland. Educational Gerontology, 46(5), 258–269.
• Bakardjieva, M. (2005). Internet society: The Internet in everyday life. London: Sage.
• European Audiovisual Observatory. (2016). Mapping of media literacy practices and actions.
European Audiovisual Observatory, Strasbourg.
https://rm.coe.int/media-literacy-mapping-report-en-final-pdf/1680783500
• Finnish National Audiovisual Institute. Finnish media education. Promoting media and
information literacy in Finland. https://kavi.fi/sites/default/files/documents/mil_in_finland.pdf
• Forsman, M. (2020). Media literacy and the emerging media citizen in the Nordic media welfare
state. Nordic Journal of Media Studies, 2(1).
https://content.sciendo.com/view/journals/njms/2/1/article-p59.xml
• Hyppönen, H., & Aalto, A.-M. (2019). Citizens experiences of e-health and e-welfare services.
Teoksessa: Vehko, T., Ruotsalainen, S., & Hyppönen, H. (eds.) (2019), E-health and e-welfare of
Finland. Check Point 2018 (s. 148-167). Report 7/2019. Helsinki, Finland: National Institute for
Health and Welfare. http://www.julkari.fi/bitstream/handle/10024/138244/RAP2019_7_e-
health_and_e-welfare_web_4.pdf?sequence=4&isAllowed=y
• Helsper, E..J., & Reisdorf, B.C. (2016). The emergence of a ‘digital underclass’ in Great Britain and
Sweden: Changing reasons for digital exclusion. New Media & Society, 2016, 1–18.
• Hänninen, R., Taipale, S., & Luostari, R. (in press). Exploring heterogeneous ICT use among older
adults – The warm experts’ perspective. New Media & Society.
https://doi.org/10.1177%2F1461444820917353References
• Knowles, M.S., Holton, E.F. III, & Swanson, R.A. (2015). The adult learner. The definitive classic in
adult education and human resource development. Oxon: Routledge.
• Ministry of Education and Culture. (2019). Media literacy in Finland. National media education
policy. Publications of the Ministry of Education and Culture, 2019:39.
http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/162065/OKM_2019_39.pdf?sequence
=1&isAllowed=y
• Ofcom. (2020). Adults’ media use & attitudes report 2020.
https://www.ofcom.org.uk/__data/assets/pdf_file/0031/196375/adults-media-use-and-
attitudes-2020-report.pdf
• Official Statistics of Finland. (2019). Use of information and communications technology by
individuals. https://www.stat.fi/til/sutivi/2019/sutivi_2019_2019-11-07_tie_001_en.html
• Rasi, P., & Kilpeläinen, A. (2015). The digital competences and agency of older people living in
rural villages in Finnish Lapland. Seminar.net. International Journal of Media, Technology &
Lifelong Learning, 11(2), 149-160.
• Rasi, P., Vuojärvi, H., & Rivinen, S. (2020). Promoting media literacy among older people: A
systematic review. Adult Education Quarterly. https://doi.org/10.1177/0741713620923755
• Rasi, P., Vuojärvi, H., & Ruokamo, H. (2019). Editorial. Media education for all ages. Journal of
Media Literacy Education, 11(2). https://digitalcommons.uri.edu/jmle/vol11/iss2/1/
• van Deursen, A.J.A.M., & Helsper, E..J. (2015). A nuanced understanding of Internet use and
non-use among the elderly. European Journal of Communication 30(2), 171–187.You can also read
